Welcome to the Behavior Education Connection! In this episode, we talk about strategies for disseminating behavior analysis in public school settings to a variety of stakeholders.
Our guest for this episode is Karen Berlin, Co-Director, VTSS Systems Coach, Significant Disabilities Coordinator with George Mason Training and Technical Assistance Center (TTAC).
We'll discuss:
-Considerations for effective systems change at any level
-Opportunities for behavior analysts to participate in and design effective systems
-Ways to access reinforcement and support during the process
And more!
For more information, check out the Virginia Public Schools Behavior Analyst Website: https://sites.google.com/odu.edu/vapsban/home
Guest Speaker: Karen Berlin is a Co-Director, Virginia Tiered Systems of Support Coach, and Significant Disabilities Coordinator for the Virginia Department of Education Training and Technical Assistance Center at George Mason University. She holds dual teacher licensure in early/middle education and special education, including general and adapted curriculum, and has a variety of teaching and support service experiences, ranging from preschool through adulthood.Host: Selena J. Layden, Ph.D., BCBA-D, LBA is an Associate Professor in the Department of Human Movement Studies and Special Education at Old Dominion University. Dr. Layden earned her doctorate degree from the College of William & Mary in Education Policy, Planning, and Leadership with an emphasis in Special Education Administration and her master’s degree in Applied Behavior Analysis from St. Cloud State University in Minnesota. Prior to joining the faculty at ODU, Dr. Layden worked in multiple school divisions focusing on challenging behavior and children with autism spectrum disorder. She was also the Assistant Director of Training at the Autism Center for Excellence at Virginia Commonwealth University. Dr. Layden’s research interests focus on providing effective professional development for school personnel, improving the implementation of evidence-based practices in schools, particularly for students with autism spectrum disorder, and school-based behavior analysts.
